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The effects of ego-identity status, ...

Ebrahimi Ghassemi, Akhtar.

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The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students./
作者:	Ebrahimi Ghassemi, Akhtar.
面頁冊數:	191 p.
附註:	Adviser: Kathryn Douthit.
Contained By:	Dissertation Abstracts International68-05B.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3263976
ISBN:	9780549021742

The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students.
Ebrahimi Ghassemi, Akhtar.

The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students. - 191 p.

Adviser: Kathryn Douthit.

Thesis (Ph.D.)--University of Rochester, 2007.

The broad purpose of this quantitative study with a cross sectional design was to examine the effects of age, gender, ethnicity, ego identity status, career decision-making autonomy, and parents' education on career decision making in community college students using parents' education, and the constructs of ego identity status and career decision-making autonomy as salient independent variables. Four hypotheses were presented to test the potential association among the variables (independent variables and dependent variable). Using a non-probability sampling strategy, a total sample of one hundred and forty students were recruited from a northeastern community college. Participants completed a demographic information questionnaire, The Extended Objective Measure of Ego Identity Status (EOM-EIS), the Career Decision-Making Autonomy Scale (CDMAS), and a Career Decision-Making Self-Assessment (CDMSA). The main findings showed a positive association between participants' age and their career decidedness and CDMAS total scores. Participants in the second age group (21-23 years) had a higher total score and a higher introjected identification than those in the first age group (18-20 years). A significant difference was found between participants' gender and career decision making total score. Participants whose mothers/primary female care givers/guardians had less than a high school education scored higher in introjected identification than those whose mothers/primary care givers/guardians had 4+ years college education. Participants' intrinsic motivation was positively correlated with their career decidedness and negatively with their external motivation. Students' ideological status was positively associated with their career decidedness and negatively correlated with their external motivation and introjected regulation, and that their interpersonal status was positively associated with their career decidedness. The intrinsic motivation and the ideological status variables were predictors of students' career decidedness. Finally, participants with achievement status had higher career decidedness levels than those with ideological diffusion status.

ISBN: 9780549021742Subjects--Topical Terms:

1018008
Education, Community College.

The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students.
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245 1 4 $a The effects of ego-identity status, career decision-making autonomy, and parents' education on career decision making in community college students.
300 $a 191 p.
500 $a Adviser: Kathryn Douthit.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: B, page: 3423.
502 $a Thesis (Ph.D.)--University of Rochester, 2007.
520 $a The broad purpose of this quantitative study with a cross sectional design was to examine the effects of age, gender, ethnicity, ego identity status, career decision-making autonomy, and parents' education on career decision making in community college students using parents' education, and the constructs of ego identity status and career decision-making autonomy as salient independent variables. Four hypotheses were presented to test the potential association among the variables (independent variables and dependent variable). Using a non-probability sampling strategy, a total sample of one hundred and forty students were recruited from a northeastern community college. Participants completed a demographic information questionnaire, The Extended Objective Measure of Ego Identity Status (EOM-EIS), the Career Decision-Making Autonomy Scale (CDMAS), and a Career Decision-Making Self-Assessment (CDMSA). The main findings showed a positive association between participants' age and their career decidedness and CDMAS total scores. Participants in the second age group (21-23 years) had a higher total score and a higher introjected identification than those in the first age group (18-20 years). A significant difference was found between participants' gender and career decision making total score. Participants whose mothers/primary female care givers/guardians had less than a high school education scored higher in introjected identification than those whose mothers/primary care givers/guardians had 4+ years college education. Participants' intrinsic motivation was positively correlated with their career decidedness and negatively with their external motivation. Students' ideological status was positively associated with their career decidedness and negatively correlated with their external motivation and introjected regulation, and that their interpersonal status was positively associated with their career decidedness. The intrinsic motivation and the ideological status variables were predictors of students' career decidedness. Finally, participants with achievement status had higher career decidedness levels than those with ideological diffusion status.
520 $a The present results imply that it is necessary for practitioners to consider broader social conditions affecting career behavior, and thus revaluate the generic career decision-making interventions and related activities, such as systemic interventions (which are community based), individual career counseling (one-to-one intervention), group counseling intervention, career workshops, and career development courses. The results provide support for factors such as parents' education that may mediate college students' career indecisions or their career decision-making process and can help in assessment of whether the students have developed readiness (the level of their career decision-making autonomy) for career decision making.
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